The Development of the Integrated Learning Instructional Model Based on Agriculture to Develop the Agricultural Profession Skill for Up-country Secondary School Students in the Lower-Northern Part of Thailand

Abstract

The purposes of this research were 1) to investigate the context, construct and examine the learning, 2) to experiment the learning, 3) to evaluate the learning instructional model based on the agricultural profession skill of up-country secondary school students in the lower-northern Thailand. This research is divided in 3 steps. Step1: 1) Investigate the context, construct and examine the learning instructional model based on the agricultural profession skill of up-country secondary school students in the lower-northern Thailand. The population consisted of 11,631 teachers and administrators from 265 up-country secondary schools in the lower-northern Thailand. The samples were 238 teachers, administrators by stratified random sampling. The research instrument was a questionnaire on problems’ learning instruction and context.  2) Construct and develop model consisted of 5 components which were (1) factor of learning, (2) working skills, (3) team working, (4) characteristics of  agriculturist, (5) inspiration to work. Data collection was conducted by structural interviewing. The samples were agricultural teachers and administrators, local philosophers and 19 successful agricultural students’ parents. The data were analyzed, interpreted, summarized, constructed and examined the model by the experts. Step 2: Implement with 36 students of Chattrakarnwittaya School in Chattrakarn distict, Phitsanulok and 40 students of Nakornthai school in Nakornthai District, Phitsanulok  were  a control group. The research instruments were 1) the achievement test of learning, 2) student’s agricultural skills questionnaire, 3) satisfaction assessment. The data were analyzed by using mean and t-test. Step 3: Evaluate the developed model by 5 experts with 4 standards: utility, propriety, feasibility and accuracy. Research findings were as follows:

1. 1. The results from the study of the context, constructing and investigating found that

1.1 The study of the context overall was performed at a high level, the state of agricultural learning instruction was performed at a moderate level, the learning instructional model based on the agricultural profession skill was performed at a low level.  Achievement of the learning instruction based on the agricultural profession skill was performed at a moderate level and essential agricultural profession skill was performed at moderate level.

1.2 The model and indicators of each composition were as follows: 1) some classroom management  indicators were the context and external environment, internal classroom environment, local wisdom, curriculum and Project- based learning,  2) skill indicators for working were ability and willingness to work, research, problem solving, interacting and technology, 3) team work indicators were having the same goals/aims, division of labor and specialization, working process, team interaction, and motivation, 4) agriculturist  characteristics indicators were  researching, being patient, being reasonable, being responsible, and having a good attitude to work, preserving traditions,  5) inspirational  indicators were willingness to work, being motivated, trophy repayment, satisfaction  and  profit operated by Plan, Do, Check, Act: PDCA cycle. The experts’ opinions towards suitability and accuracy of components of the model showed that overall components were at the highest level. 2. The results of the implementation model were found that the achievement and agricultural professional skill of the students learned with developed model and students learned with traditional learning model were significant difference at level of .01. 3. The evaluation of model results were as follows: students’ satisfactions of the experimental group in Learning with the developed model were at the high level. Teachers and administrators were satisfied with the complemented model at the highest level and experts’ opinions on propriety, feasibility, utility and accuracy standards of the developed model were at the highest level.